Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
diversity in a classroom
different types of diversity in classrooms
diversity in a classroom
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: diversity in a classroom
A typical definition for teacher is one who passes on knowledge, but the job of teacher entails so much more than simply imparting knowledge to students. Or, rather, the job is not so simple. In order to pass on the information and understanding necessary for a student to become proficient enough to become a contributing member of society, there are many things at which a teacher must be competent. The Ohio Department of Education has created a list of standards for teachers as a guideline to achieve or improve in the competencies they need in order to be considered highly qualified at their profession.
The Ohio Standards for the Teaching Profession are meant as a tool for teachers to develop their skills throughout their careers. The seven standards are categorized into three groups: The Focus of Teaching and Learning, The Conditions for Teaching and Learning, and Teaching as a Profession. The first set focuses on the teachers’ understanding of students and how to best teach and assess students. The second category helps teachers provide a positive learning environment. The final group of standards guides educators in ways to improve their own knowledge and collaboration skills. The standards, while listed and described separately, are interrelated; competency in one standard will improve efficiency in each of the others.
Standard I- Teachers understand student learning and development and respect the diversity of the students they teach.
Before a teacher can impart knowledge to a student, the teacher must first understand how this can be done. The teacher should know the various ways people learn, and she specifically must seek to understand her own students’ intellectual strengths. Using Howard Gardner’s Th...
... middle of paper ...
...002, November). The Independent learner. Teaching Pre K-8, 33(3), 96-98.
Lasley, T., Matczynski, T., & Rowley, J. (2002). Instructional models: Strategies for
teaching in a diverse society. Belmont: Wadsworth/Thomson Learning.
Maslow, A.H. (1943). A Theory of human motivtion. Psychological Review, 50, 370-396.
Ozdimer, P., Gueysu, S., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74-78.
Swaminathan, R. (2007). Listening to students: critical conversations in an urban classroom. Democracy and Education, 16(4), 22-28.
Taylor, C.S., & Nolen, S.B. (2008). Classroom assessment: supporting teaching and
learning in real classrooms. Upper Saddle River, NJ: Pearson Education, Inc.
Tomlinson, Carol. (1999). The Differentiated classroom. Alexandria, VA: Ascd.
The Florida Department of Education has its own specific Code of Ethics just as any other state in the united state. 6B-1:001 is the Codes and 6b-1:006 are the Principles. As an educator in Florida one is expected and required to follow all the codes and principles. To be sure to not get into trouble an educator must follow the all the Principles of Professional conduct for the Education Profession. There are many obligations involved, ones to the students, ones to the public, and ones to the profession. By breaking those rules one can have their educator’s certification revoked and not be permitted to teach in Florida or they could also be punished by the law enforcement (1).
The Australian Professional Standards for Teachers provide a framework, which clearly identifies the knowledge, practice and professional knowledge necessary to achieve each standard in a teacher’s career. The Standards aim to enhance all students learning outcomes by providing key indicators of teacher quality to assist the preparation, support and progress of teachers (Board of Studies, Teaching and Educational Standards [BOSTES] 2014). This essay will examine the Australian Institute for Teaching and School Leadership (AITSL) Standard One: “Know students and how they learn” (2011, p.3) by comparing and contrasting the expectations of a graduate and lead teacher. There are six focus areas within Standard One and each area clearly defines
Over the last twenty years, America’s Public Educational system has changed their teaching policy directions to focus more on standards-based instruction. Laturnau (2001) states, “Standards-based instruction (SBI) is at the forefront of education reform because it presents a way to ensure that all students are exposed to challenging curricula and prepared to contribute positively to an increasingly complex world.” During the Clinton administration in the year 1994, there was a reauthorization of the Elementary and Secondary Education Act (ESEA) which begun this strong move towards SBI. The SBI idea was then continued on under the Bush administration through the passing of the No Child Left Behind Act (NCLB) of 2001. Shepard, Hannaway, & Baker (2009) write “In a recent survey of policy makers, standards were acknowledged as the central framework guiding state education policy.” The standards-based instruction idea is one that requires states to exclude no particular student and also includes guidelines for evaluating the educators that the American people trust to teach our future generations to be sure that no child is left behind and every student academically succeeds.
As a teacher it will always be my responsibility to keep up to date on new research done on learning theories. That way I am able to provide a fun and exciting learning environment for my students. After learning about Howard Gardner’s Multiple Intelligences I now realize how important it is to make sure I work hard to include every child into my curriculum. Gardner’s theory is that everyone is able to recognize a student that does scores great on an exam is smart, that does not mean that a student that falls short of doing good on the same test is not as brilliant as the other student. Howard Gardner’s, theory opposes traditional methods that view intelligences as unitary, and perceives intelligence to contain eight domains. Gardner believes there is several different intelligences that each person embodies in certain magnitudes. Having more of a particular intelligence than another will change has each person retain information. As a child growing up in public elementary schools, I was taught from a traditional methods. These methods focused mainly on verbal and mathematical skills. If a student is anyone of the other six proposed intelligences, he or she would most likely do unsatisfactorily in school. Howard Gardner’s eight intelligences are: body/ kinesthetic, naturalist, visual/ spatial, musical/ rhythmic, intrapersonal, interpersonal, verbal/ linguistic, and logical/ mathematical.
In addition, common core state standards are also about creating grade-level expectations in Math and English Language Arts (ELA) for kindergarten through 12th grade students. The standards are in accordance with college and work opportunities with the intention of preparing all students to succeed in our worldwide economy and society. However, there are some debates as to whether the standards will really influence student achievement. While some believe that with common core state standards children in one state no longer get such a great different education than a student in another. Whereas some feel strongly that the need is for quality teaching, not common standards, to improve students’ school achievement. Thus, this research paper will seek to explore the pros and cons of the common core state standards initiative.
The Interstate New Teacher Assessment and Support Consortium, or INTASC, principles were developed in 1987 to provide beginner teachers with a guideline of how they should perform. In total there are ten INTASC principles: Knowledge of Subject Matter, Human Development and Learning, Diversity in Learning, Variety of Instructional Strategies, Motivation and Management, Communication Skills, Instructional Planning Skills, Assessment, Reflection and Responsibility, and Relationships and Partnerships. These ten principles align with National Board for Professional Teaching standards. This ensures that beginning teachers are aware of what is expected of them. The INTASC principles provides teachers with a tool they can use to become successful in their profession along with an awareness of the skills and characteristics they should posses. Each of these principles can be broken down into three aspects: principle, disposition, and performance.
Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic disciplines or schools of thought in education (Gardner bio). MI theories offer tools to educators that will allow more people to master learning in an effective way and to help people “achieve their potential at the workplace, in occupations, and in the service of the wider world” (Gardner papers).
How do teachers enable all students of varying abilities to reach the same goals and standards established for their grade level? Instruction begins with a concept of treating each student as a unique learner whose strengths and weaknesses ha...
Campbell, Linda, Bruce Campbell, and Dee Dickinson. Teaching and Learning through Multiple Intelligence. 3rd ed. Arlington, Boston: Pearson, 2004. Print.
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
A teacher holds the key to knowledge, success, and fun. Every child deserves a teacher that understands and accommodates different
First, I realized that, teachers carry a lot of weight on their shoulders and have great responsibilities. They have to balance the curriculum, students, parents, lesson plans, common core, and upper management and still maintain a professional demeanor. Second, educators must follow a strong code of ethics. They must be professional at all times with students and colleagues, keep confidentiality, not have or show any prejudice or bias, maintain safe and positive learning environments, help students with problems, and hand out disciplines accordingly. Lastly, I found that when you’re a teacher, your education never stops. Teachers are always trying to improve their own education and professional growth, both for the benefit of their students and for the benefit of themselves.